Lesson PlanStudents should be able to read with fluency their parts in the selelction Reader's Theatre.
Students should be able to identify labels and unknown vocabulary to answer questions about comprehension in nonficton texts to include Science(Under 3 ratings)

MonologueStudents will understand that each character in a book has a different perspective.(Under 3 ratings)

4th Grade:

4th Grade October Unit 2015Today I can identify three types of stage productions and explain the similarities and differences among them.(Under 3 ratings)

Biography
March 17 , 2014Analyze how and why individuals, events, and ideas develop and interact over the course of a text.(Under 3 ratings)

Day 1 - Intro. to Poetry- Students will develop poetry-related vocabulary, so that when summarizing a poem they can effectively use fourth grade language.
- Students will correctly identify the parts of poems so that when given a poem they can correctly identify all of its structural elements.(Under 3 ratings)

Drama/Biography
March 10 , 2014Determine the difference between drama, poetry and prose.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.(Under 3 ratings)

Drama/Biography
March 3 , 2014Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word. Determine the difference between drama, poetry and prose.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.(Under 3 ratings)

K-PREP TESTING
May 19, 2014By the end of the year, students will be able to read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently.(Under 3 ratings)

K-PREP TESTING
May 27, 2014By the end of the year, students will be able to read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently.(Under 3 ratings)

Lighting lesson planstudents should be able to set up and operate a basic lighting rig
they should also have a basic knowledge of lighting(Under 3 ratings)

Jungle Book Kids AnimationStudents will create an animation using the Toontastic App on the iPad to depict an assigned scene from the Jungle Book Kids Musical.(Under 3 ratings)

6th Grade:

4/4 Map SkillsStudents will complete map skills puzzles at www.yourchildlearns.com and work to complete the puzzles of the European theatre. Students will compete for bragging rights throughout the remaining marking period to complete maps related to the lessons we are learning.(Under 3 ratings)

Clinique Clique:
Theatrical MakeupStudents should be able to comprehend the basics of makeup application and design.
Students will be given a lecture on the subject matter by a professional makeup artist.(Under 3 ratings)

Clubhouse:
Scenic DesignStudents will learn and apply concepts of scenic design to the play Clubs.
They will implement this knowledge to create a mini-project which will be showcased at the end of the week.(Under 3 ratings)

Day oneStudents will familiarize themselves with parts of stage, body positions and stage terminology(Under 3 ratings)

Lesson PlanStudent will know stage directions
Student will be able to create blocking for a scene
Student will create and practice duet with blocking(Under 3 ratings)

Lesson PlanStudents will be able to understand their RockStar's motivations even further, and have some individualized instruction to assist in their performance.(Under 3 ratings)

Light Play:
Lighting DesignStudents will learn concepts and technologies related to theatrical lighting. Students will be able to analyze a script and implement lighting designs from what they've implied.(Under 3 ratings)

Team Uniforms:
Theatrical CostumingStudents will understand costuming concepts and be able to apply these concepts to an overall design.
Students will analyze a script and draw renderings/drafts that will show their understanding and knowledge of the content.(Under 3 ratings)

Welcome to the ClubStudents will be able to understand the reestablished rules.
Students will know/read the first part of Clubs.(Under 3 ratings)

7th Grade Girls Week 8ELA:
Students should be able to:
Analyze short stories for foreshadowing and suspense tactics.
Predict outcomes of stories based on evidence found in text.
Write their own suspenseful short stories over the weekend, using the 5W's and H, and 5 Senses workups.
TXHIST:
Students will be able to:
Explain the reasons for early settlement in Texas.
Describe the various cultures of settlers that came to Texas, and the cities they founded.(Under 3 ratings)

7th Grade Girls Week ?ELA:
Students should be able to:
Analyze short stories for foreshadowing and suspense tactics.
Predict outcomes of stories based on evidence found in text.
Write their own suspenseful short stories over the weekend, using the 5W's and H, and 5 Senses workups.
TXHIST:
Students will be able to:
Explain the reasons for early settlement in Texas.
Describe the various cultures of settlers that came to Texas, and the cities they founded.(Under 3 ratings)

Careers in Musical TheatreStudents will be able to define Careers in Musical Theatre and apply that knowledge by interpreting their usage in the musical theater example presented (Legally Blonde the Musical).(Under 3 ratings)

De MenaechmisStudents will be able to understand an adapted form of Roman comedy and be able to read a section of a play in Latin.(Under 3 ratings)

Dec 1 to Dec 5 2014Students can collaborate to write dialogue and stage directions in a play. Students can edit text, read for meaning, write clearly, and identify literary genres and elements.(Under 3 ratings)

8th Grade:

8th Grade Boys Week 8ELA:
Students should be able to:
Analyze short stories for foreshadowing and suspense tactics.
Predict outcomes of stories based on evidence found in text.
Write their own suspenseful short stories over the weekend, using the 5W's and H, and 5 Senses workups.
USHIST:
Students will be able to:
Explain the reasons for the founding of Jamestown.
Describe early life of the Jamestown settlers.(Under 3 ratings)

8th Grade Girls Week 8ELA:
Students should be able to:
Analyze short stories for foreshadowing and suspense tactics.
Rewrite Rikki Tikki from the perspective of an alternate character, using the 5W's and H, and 5 Senses workups, and integrating forshadowing and suspense measures.
USHIST:
Students will be able to:
Explain the reasons for the founding of Plymouth.
Compare and contrast Plymouth and Jamestown Colonies.(Under 3 ratings)

8th Grade Girls Week 9ELA:
Students should be able to:
Analyze short stories for foreshadowing and suspense tactics.
Rewrite Rikki Tikki from the perspective of an alternate character, using the 5W's and H, and 5 Senses workups, and integrating forshadowing and suspense measures.
USHIST:
Students will be able to:
Explain the reasons for the founding of Plymouth.
Compare and contrast Plymouth and Jamestown Colonies.(Under 3 ratings)

Anne FrankLEARNING TARGETS:
UNDERSTANDING: plot & character development and traits/motives
KNOW: main character's (Anne) traits and motives
DO: read along with performers; discuss & record characteristics/motives of main characters(Under 3 ratings)

Anne Frank DramaLEARNING TARGETS:
UNDERSTAND: context clues for new vocabulary
KNOW: how life was changing for Jewish people in Europe
DO: follow performers by reading along
complete bubble map of restrictions that Nazis imposed on Jews(Under 3 ratings)

Oral PresentationsResearch and present information in a format conducive to the students learning ability and interest.
Know -- what Speech and Drama events are like by visual introduction by High School Speech and Drama Students
Understand--Discuss and research different types of events. Look at requirements of each and understand the basis behind each event
Do--be able to present to an audience a piece of Speech and Drama selected by student(Under 3 ratings)

AntigoneAt the end of this lesson, students will be able to
â€¢Appreciate ancient Greek drama through study of a play by Sophocles
â€¢Evaluate the cultural and historical context of Greek drama and its role in Greek society
â€¢Reconstruct the experience of seeing a Greek drama performed and share that experience in an imaginative presentation, performance, and report(Under 3 ratings)

Auditions and Script Read Through (3/3 to 3/6)Students will be able to explain the importance of monologues, identify stage mechanics/elements, and apply choreography to a scene.
TAHSMTI.3 Acting by developing, communicating, and sustaining roles within a variety of
situations and environments
a. Applies appropriate vocal technique for speaking and singing
b. Records blocking notation in a text for a performance
c. Analyzes and scores a text for musical performance
TAHSMTI.7 Integrating various art forms, other content areas, and life experiences to
create theatre
a. Masters and presents basic dance steps
b. Demonstrates basic singing techniques
c. Combines dance, song, and text into an individual or group performance
d. Masters rudimentary sight-reading skills
TAHSMTI.11 Engaging actively and appropriately as an audience member in theatre or
other media experiences
a. Observes and demonstrates appropriate audience etiquette
b. Examines the historical relationship between actor, script, and audience as
basic elements of the theatrical experience
c. Explores and analyzes the ―chemistry‖ between actor and audience(Under 3 ratings)

Beginning of Production (Week of 3/9)Students will be able to identify and understand the roles involved with making a musical, list the steps to writing a musical, and compose a novice level musical for performance.
TAHSMTI.3 Acting by developing, communicating, and sustaining roles within a variety of
situations and environments
a. Applies appropriate vocal technique for speaking and singing
b. Records blocking notation in a text for a performance
c. Analyzes and scores a text for musical performance
TAHSMTI.7 Integrating various art forms, other content areas, and life experiences to
create theatre
a. Masters and presents basic dance steps
b. Demonstrates basic singing techniques
c. Combines dance, song, and text into an individual or group performance
d. Masters rudimentary sight-reading skills
TAHSMTI.11 Engaging actively and appropriately as an audience member in theatre or
other media experiences
a. Observes and demonstrates appropriate audience etiquette
b. Examines the historical relationship between actor, script, and audience as
basic elements of the theatrical experience
c. Explores and analyzes the ―chemistry‖ between actor and audience(Under 3 ratings)

Lesson PlanStudents will be able to conceptualize a costume design for characters in a play.(Under 3 ratings)

Production Run Throughs (Week of 4/20)Students will be able to identify and understand the roles involved with making a musical, list the steps to writing a musical, and compose a novice level musical for performance.
TAHSMTI.3 Acting by developing, communicating, and sustaining roles within a variety of
situations and environments
a. Applies appropriate vocal technique for speaking and singing
b. Records blocking notation in a text for a performance
c. Analyzes and scores a text for musical performance
TAHSMTI.7 Integrating various art forms, other content areas, and life experiences to
create theatre
a. Masters and presents basic dance steps
b. Demonstrates basic singing techniques
c. Combines dance, song, and text into an individual or group performance
d. Masters rudimentary sight-reading skills
TAHSMTI.11 Engaging actively and appropriately as an audience member in theatre or
other media experiences
a. Observes and demonstrates appropriate audience etiquette
b. Examines the historical relationship between actor, script, and audience as
basic elements of the theatrical experience
c. Explores and analyzes the ―chemistry‖ between actor and audience(Under 3 ratings)

Script Work and Blocking of Production (Week of 3/23)Students will be able to identify and understand the roles involved with making a musical, list the steps to writing a musical, and compose a novice level musical for performance.
TAHSMTI.3 Acting by developing, communicating, and sustaining roles within a variety of
situations and environments
a. Applies appropriate vocal technique for speaking and singing
b. Records blocking notation in a text for a performance
c. Analyzes and scores a text for musical performance
TAHSMTI.7 Integrating various art forms, other content areas, and life experiences to
create theatre
a. Masters and presents basic dance steps
b. Demonstrates basic singing techniques
c. Combines dance, song, and text into an individual or group performance
d. Masters rudimentary sight-reading skills
TAHSMTI.11 Engaging actively and appropriately as an audience member in theatre or
other media experiences
a. Observes and demonstrates appropriate audience etiquette
b. Examines the historical relationship between actor, script, and audience as
basic elements of the theatrical experience
c. Explores and analyzes the ―chemistry‖ between actor and audience(Under 3 ratings)

Script Work and Blocking of Production (Week of 3/30)Students will be able to identify and understand the roles involved with making a musical, list the steps to writing a musical, and compose a novice level musical for performance.
TAHSMTI.3 Acting by developing, communicating, and sustaining roles within a variety of
situations and environments
a. Applies appropriate vocal technique for speaking and singing
b. Records blocking notation in a text for a performance
c. Analyzes and scores a text for musical performance
TAHSMTI.7 Integrating various art forms, other content areas, and life experiences to
create theatre
a. Masters and presents basic dance steps
b. Demonstrates basic singing techniques
c. Combines dance, song, and text into an individual or group performance
d. Masters rudimentary sight-reading skills
TAHSMTI.11 Engaging actively and appropriately as an audience member in theatre or
other media experiences
a. Observes and demonstrates appropriate audience etiquette
b. Examines the historical relationship between actor, script, and audience as
basic elements of the theatrical experience
c. Explores and analyzes the ―chemistry‖ between actor and audience(Under 3 ratings)

Comedy Origins - Theatre IStudents will be able to understand the origin of comedy and how it has changed, identify comedic situations and analyze them using the 7 parts of comedy, and create their own improvised comedy sketch.
TAHSAI.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
TAHSAI.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments
TAHSAI.7 Integrating various art forms, other content areas, and life experiences to create theatre(Under 3 ratings)

Drama III Week 1 Spring 2016SWBAT - get (re)acquainted with one another to establish an environment of trust and security among one another; recognize the various focus points of each activity and understand how they enhance specific aspects of theatre
TAHSAIII.2 Developing scripts through improvisation and other theatrical methods
TAHSAIII.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments
TAHSADI.11 Engaging actively and appropriately as an audience member in theatre or
other media experiences(Under 3 ratings)

Drama III Week 2 Spring 2016SWBAT - Understand the importance of contributions to the world of acting by Stanislavski, Strasberg, and Meisner; Synthesize actions and scenes using method acting, and differentiate between the varieties of method acting
TAHSAIII.2 Developing scripts through improvisation and other theatrical methods
TAHSAIII.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments
TAHSAIII.7 Integrating various art forms, other content areas, and life experiences to create theatre(Under 3 ratings)

Drama III Week 3 Spring 2016SWBAT - Create an accurate portrayal of a famous actor/actress, Understand how method and classical techniques are used to create such illusions, and Elaborate on their processes for becoming the person.
TAHSAIII.2 Developing scripts through improvisation and other theatrical methods
TAHSAIII.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments
TAHSAIII.7 Integrating various art forms, other content areas, and life experiences to create theatre(Under 3 ratings)

Drama III Week 4 Spring 2016SWBAT - Synthesize a full scene from a chunk of text; Analyze script text for characterization ideas and coherency, and Understand the importance of adaptability.
TAHSAIII.1 Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
TAHSAIII.2 Developing scripts through improvisation and other theatrical methods
TAHSAIII.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments(Under 3 ratings)

Final Projects (Week of 5/11)By the end of this unit, students will be able to produce a cohesive product by creating set pieces, sustaining believable roles, and incorporating songs as a means of monologue/dialogue into a previously written script.(Under 3 ratings)

Musical Theatre "Rock Opera" (Week of 4/27)By the end of this unit, students will be able to produce a cohesive product by creating set pieces, sustaining believable roles, and incorporating songs as a means of monologue/dialogue into a previously written script.(Under 3 ratings)

Musical Theatre "Rock Opera" (Week of 4/27)By the end of this unit, students will be able to produce a cohesive product by creating set pieces, sustaining believable roles, and incorporating songs as a means of monologue/dialogue into a previously written script.(Under 3 ratings)

Musical Theatre "Rock Opera" (Week of 5/11)By the end of this unit, students will be able to produce a cohesive product by creating set pieces, sustaining believable roles, and incorporating songs as a means of monologue/dialogue into a previously written script.(Under 3 ratings)

One Act Play Introduction (3/3 to 3/6)By the end of this unit, students will be able to produce a one act play, assess blocking, modify stage directions, and examine directorial decisions.
TAHSADI.3 Acting by developing, communicating, and sustaining roles within a variety of
situations and environments
a. Examines the skills and tasks associated with acting on stage
b. Explores the development of an actor's skills and resources
c. Creates characters using the tools and resources of acting to a variety of formal
and informal performances
TAHSADI.4 Designing and executing artistic and technical elements of theatre
a. Engages in script analysis from the perspective of technical theatre
collaborators
b. Plans and creates technical elements of a theatrical production
c. Collaborates with other members of a creative team to create and execute
formal and informal theatrical performances
TAHSADI.5 Directing by conceptualizing, organizing, and conducting rehearsals for
performance
a. Examines the structure of the rehearsal process
b. Creates a prompt script with blocking notation for a 2-3 character scene
c. Develops a rehearsal schedule to prepare a scene for performance
d. Collaborates on formal and information theatrical performances(Under 3 ratings)

One Act Play Production (3/18 to 3/20)By the end of this unit, students will be able to produce a one act play, assess blocking, modify stage directions, and examine directorial decisions.(Under 3 ratings)

One Act Play Production (Week of 3/23)By the end of this unit, students will be able to produce a one act play, assess blocking, modify stage directions, and examine directorial decisions.(Under 3 ratings)

One Act Play Production (Week of 3/9)By the end of this unit, students will be able to produce a one act play, assess blocking, modify stage directions, and examine directorial decisions.(Under 3 ratings)

One Act Play Production final project (Week of 3/30)By the end of this unit, students will be able to produce a one act play by creating set pieces, sustaining believable roles, and incorporating songs as a means of monologue/dialogue into a previously written script.(Under 3 ratings)

One Act Play Production final project (Week of 4/13)By the end of this unit, students will be able to produce a one act play by creating set pieces, sustaining believable roles, and incorporating songs as a means of monologue/dialogue into a previously written script.(Under 3 ratings)

Song-alogue PerformancesStudents should be able to create a unique character based on song lyrics. Students will be able to perform the songalogue in front of enter class and receive feedback. Collect student character study questions.(Under 3 ratings)

Theatre Arts I - Tragedy/Comedy Rewrite PerformancesStudents will be able to create a cohesive skit involving a comedy scene turned tragic, understand stage directions and business, and recognize good stage/audience behavior
Standards:
TAHSAI.2 Developing scripts through improvisation and other theatrical methods
TAHSAI.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments
TAHSAI.11 Engaging actively and appropriately as an audience member in theatre or other
media experiences(Under 3 ratings)

Theatre Arts II - Makeup WeekStudents will be able to: identify makeup tools, apply basic makeup techniques for a variety of theatrical makeup types, and understand the difference between day to day makeup and makeup for the stage/special occasions(Under 3 ratings)

DISCLAIMER: All Drama Lesson Plans below were created by users of The Lesson Builder. These plans are not curated for quality, so we strongly suggest you verify a plan meets your standards before using it in a class.